Wednesday, October 28, 2015

English 9--10/30/2015

Jump Off (15-20 mins.)--Pick up the Unit #3 vocabulary quiz from the front table. Make sure to carefully read all of the directions as some additional directions exist in one of the sections. Complete the quiz quietly and independently. Good luck!--When you finish with the assessment, place your work in the black basket on the front table and see me so that I can give you the document that you will need for the remainder of the class block. Then, engage in free reading until you receive further instructions.S. the C. (5-8 mins.)--agenda/HW--The following students need to see me before leaving class today:

Miranda M.

Ryan W.

Kiara S.

Cameron V.

Christina B.

Trevor C.

"Setting the Table" -- Academic/Purposeful Re-reading of "St. Lucy's..." (15-20 mins.)--beginning with the end in mind--our ultimate purpose for re-reading the short story:End-of-Mini-Unit Assessment Writing Prompt:Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves." Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.--more specific purposeful reading tasks shared and MODELED one-by-one for the epigraph and first paragraph of Stage 1:

Task A--RL.2 (Theme)

Task B--RL.3 (Character)

Task C--RL.4 (Diction)

Task D--RL.5 (Structure)

*BY THE END OF STAGE 4, YOU WILL HAVE COMPLETED EACH OF THESE TASKS. COMPLETION OF THESE TASKS AND SHARE-OUTS/DISCUSSIONS STEMMING FROM YOUR WORK ARE INTENDED BOTH TO HELP US WORK TOWARD MASTERING CERTAIN STANDARDS AND "UNWRAP" THE STORY IN PREPARATION FOR THE WRITING ASSESSMENT.*Purposeful Oral Reading (Share-Out/Discussion Preparation) -- "St. Lucy's..."--Stage 1 (10-15 mins.)--purposeful oral reading of Stage 1 of the short story--complete your assigned purposeful reading task to the best of your ability--continue completing your assigned purposeful reading taskTransition (3-5 mins.)--go back through your purposeful annotations and tool (where applicable) and come up with at least one potential contribution for today's forthcoming share-out/discussionShare-Out/Discussion -- "St. Lucy's..."--Stage 1 (until 8-10 mins. remain [time permitting])

--as you and your peers share and I mark up the text on the SmartBoard, do the same on your personal copy of "St. Lucy's..." (volunteers first, then cards drawn)

Closure -- Take a Stand (remainder of class [time permitting])--reminder of the protocol for Take a Stand (with a twist!):

Momentarily, I will make a claim about Stage 1 of "St. Lucy's...":

If you agree with the claim, STAND ON your desk chair.

If you neither fully agree nor disagree with the claim and instead have a more precise claim of your own, STAY SEATED in your desk chair.

If you disagree with the claim, SIT ON THE FLOOR next to your desk.

--The claim: The Stage 1 epigraph of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" accurately depicts the girls' actual experiences during the first section of the story.--show your position--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)HW (Class Preparation)

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until the first week of December to finish your book.--Enjoy the weekend--you only get so many of 'em!